Grade: 8 Unit: 6 Week:1 Content: ELA Dates: 4/8-4/12/2013
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
When are risks worth taking for the greater good?
What are the similarities and differences between a film production and a written text about the same event/work?
Why do these similarities and differences take place?
Did the author have any input as to what would be in the film production?
Standards (Focus)
RL.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
W.8.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.3a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3c Text types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.8.3e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
(Ongoing)
RL.8.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
SL.8.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
RI.8.1Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.8.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
W.8.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
W.8.9b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
L.8.1a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b Conventions of Standard English: Form and use verbs in the active and passive voice.
L.8.1c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b Conventions of Standard English: Use an ellipsis to indicate an omission.
L.8.2c Conventions of Standard English: Spell correctly.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Objectives:
TLW experiment with performing poetry in a variety of styles and discuss how these changes affect its interpretation.
TLW participate in pair and/or group discussions.
TLW read the poem, identify themes, and understand their universality.
TLW illustrate one of the themes in the poem.
TLW use the internet to access information on Robert Frost and the poem for better understanding.
TLW determine the differences and similarities between a film production and a written work.
TLW evaluate why there are these similarities and differences.
TLW read and discuss a variety of literature that reveal explicitly and implicitly “the greater good”.
TLW analyze how particular lines of dialogue propel in action and reveal aspects of character.
Assessment Product
Notes and discussion on the poem “The Road Not Taken”.
Illustration of one of the themes in the poem.
Journal responses
Comprehension checks
Graphic organizers
Key Questions
Are decisions, actions, and consequences related? How?
Does every decision have a consequence?
How can a person’s decisions and actions change his/her life/fate?
Do decisions/actions reveal personalities? How?
What do the descriptions symbolize or represent?
What are some of the words and images that give clues regarding figurative meaning?
What is the secret to reaching someone with words?
For a poem to be meaningful to me, it should .
Observable Student Behaviors
Observe and listen to pair and/or group work and class discussion
Listen to oral presentations
Information gathered from internet search
Vocabulary ELA explicit hero/heroine implicit satire strength of character symbolism writing style Descriptive language Literal meaning Figurative meaning Alliteration Assonance Analogy
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Read “The Road Not Taken” by Robert Frost. Identify examples of literal and figurative meaning. Talk with a classmate about what you think the poem means, both literally and figuratively. Write your ideas down. The poem will be revisited at the end of the unit to see if your thoughts and ideas have changed. [HYS – CL, S/N]
Listen to the poem “The Road Not Taken” being read by different people, then read it yourself and present it to the class. Decide if the various versions alter the meaning. [HYS – GTH]
Identify themes found in the poem and illustrate one of them.
Use the internet to research information and take notes on Robert Frost and “The Road Not Taken”.
Read “Mother to Son”, by Langston Hughes and identify examples of dialect and how this is an important element of style. HM page 636 (MCO – E/C)
Write a short poem in which the speaker explains a lesson learned in life.
Introduce author and background information for Flowers for Algernon. (MCO – E/C, S, R/D)
Begin reading Flowers for Algernon. HMU2 page 196
Select appropriate genre pieces and activities to support the unit theme.
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
To consider how meanings are changed when texts are adapted to different media.
W.8.3 Sensory Description
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.
W.8.3 Figuratively Speaking
Use a variety of images to craft sentences using figurative language
W.8.3 Creative Writing Fundamentals
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.
W.8.3 Writing
This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street.
W.8.3b Writing for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.
W.8.3b Creative Writing Fundamentals
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.
W.8.3d Sensory Description
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.
W.8.3d Figuratively Speaking
Use a variety of images to craft sentences using figurative language
W.8.3d Writing for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.
W.8.3e The Writing Process
Multi-day unit covering the five steps, with added review games as well as links to short videos
W.8.3e Audience Analysis
Take account of how well the reader knows the topic.
Other Activities, etc.
PoemHunter.com
Odyssey activities
Learning the Lines (My Favorite Poem Project, Boston University)
Lesson Plans: Robert Frost’s “The Road Not Taken” (Bright Hub)
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
Descriptive language
Literal meaning
Figurative meaning
Alliteration
Assonance
Analogy
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Smartboard Lessons
- R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.- W.8.3 Sensory Description
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.- W.8.3 Figuratively Speaking
Use a variety of images to craft sentences using figurative language- W.8.3 Creative Writing Fundamentals
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.- W.8.3 Writing
This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street.- W.8.3b Writing for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.- W.8.3b Creative Writing Fundamentals
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.- W.8.3d Sensory Description
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.- W.8.3d Figuratively Speaking
Use a variety of images to craft sentences using figurative language- W.8.3d Writing for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.- W.8.3e The Writing Process
Multi-day unit covering the five steps, with added review games as well as links to short videos- W.8.3e Audience Analysis
Take account of how well the reader knows the topic.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6